Piecing Together the Puzzle of Pictorial Representation: How Jigsaw Puzzles Index Metacognitive Development

Doherty, Martin; Wimmer, Marina C.; Gollek, Cornelia; Stone, Charlotte; Robinson, Elizabeth

doi:10.1111/cdev.13391

Cited by 12 publications

(13 citation statements)

References 56 publications

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“…One meta-representational task previously examined in conjunction with ToM is ambiguous figure (AF) perception. Although some work on pictorial meta-representation has examined children's understanding of false signs and false photographs (Iao, Leekam, Perner, & McConachie, 2011;Leekam, Perner, Healey, & Sewell, 2008;Sabbagh, Moses, & Shiverick, 2006), and most recently jigsaw puzzle completion (Doherty, Wimmer, Golleck, Stone, & Robinson, 2021), much of the existing research has utilized AF tasks. In these tasks, children are presented with an image that can be perceived in at least two ways (e.g., a simple line drawing depicting a duck or rabbit).…”

Section: Introductionmentioning

confidence: 99%

Alternative perspectives: Relations between belief reasoning and ambiguous figure perception in bilingual children

Stegall-Rodriguez

Weimer

Warnell

2021

Infant and Child Development

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Representational theory of mind-the ability to represent others' mental states and understand that these beliefs can be different from one's own and reality-emerges in early childhood alongside other meta-representational abilities, such as understanding that an image can be perceived in multiple ways. Limited research has suggested that individual differences in theory of mind and pictorial meta-representation are correlated-pointing to domain-general meta-representationbut these links might be due to associated abilities such as inhibitory control. To assess this possibility, the present study examines the relationship between belief reasoning and ambiguous figure perception in a low-income sample of bilingual children (aged 4.5-8.5 years), as bilingualism has been linked to meta-representational skills and executive function. Partialing out age and inhibitory control, belief reasoning and ambiguous figure perception were significantly correlated, suggesting that performance on these tasks involves a general meta-representational capacity apart from common executive function demands. K E Y W O R D S ambiguous figure perception, belief reasoning, bilingualism, inhibition, meta-representation, theory of mind Highlights • Relations between belief reasoning and ambiguous figure perception were examined in a low-income, bilingual sample.

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Section: Introductionmentioning

confidence: 99%

Alternative perspectives: Relations between belief reasoning and ambiguous figure perception in bilingual children

Stegall-Rodriguez

Weimer

Warnell

2021

Infant and Child Development

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“…In order to decide on the maximum number of puzzle pieces that PhysGramming would provide, we took into account the nature of our intended study, as well as relevant Kanaki and Kalogiannakis | 50 studies in the early childhood literature that have employed jigsaw-type puzzles (Doherty et al, 2021;Nieto-Márquez et al, 2020). Two factors led us to the decision that 12 would be the maximum number of puzzle pieces used within PhysGramming.…”

Section: Methodsmentioning

confidence: 99%

Assessing Algorithmic Thinking Skills in Relation to Gender in Early Childhood

Kanaki¹,

Kalogiannakis²

2022

EDUPIJ

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Background/purpose -In terms of computational thinking core facets, algorithmic thinking is a key competency applicable not only in Computer Science but also in aspects of daily life. Considering the global phenomenon of gender stereotypes with regards to the academic and professional orientation in STEM fields, we focused on investigating the level of students' algorithmic thinking skills by gender in early childhood. This article provides evidence of research implemented under the umbrella of quantitative methodology, employing an innovative assessment tool constructed to meet the requirements of the study. The findings obtained could facilitate researchers and policymakers to support equity in learning opportunities, starting from the first stage of compulsory education. Materials/methods -The study aligns to the principles of quantitative research methodology. Its backbone is a digital platform of multidisciplinary, play-based, and constructivist character, which we implemented from scratch in order to satisfy the requirements of our research. Results -The findings of the study revealed that algorithmic thinking skills are not related to students' gender in early childhood. Conclusion -The findings of the study bring out that, at very young ages, the effect of gender stereotypes is not observable as far as students' algorithmic thinking skills are concerned. The implications of the study highlight the need to focus on the schooling stages that follow early childhood in order to tackle the gender gap in STEM fields. Keywords -computational thinking, algorithmic thinking, gender, early childhood, game-based learning To link to this article-

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“…This game is familiar to young children and easily found in preschool classes. It has many interests, both in terms of motor skills (hand-eye coordination, fine motor skills, and spatial skills) and reasoning skills by supporting the use of problem-solving strategies and specific mathematical skills ( Aral et al, 2012 ; Levine et al, 2012 ; Doherty et al, 2021 ). Moreover, it essentially calls upon visual–spatial cognitive processes, which limits the use of language processes, known to give rise to significant inter-individual differences in young children.…”

Section: Introductionmentioning

confidence: 99%

“…The first signs of metacognitive control have been found around 3–4 years of age in play situations ( Destan et al, 2014 ; Roebers and Spiess, 2017 ), especially in a jigsaw task ( Sperling et al, 2000 ). Finally, completing a jigsaw involves understanding that a picture will be produced once the various pieces are assembled and combined, thus linking this activity to metarepresentational development ( Doherty et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, the ability to complete jigsaw puzzles improves significantly between the ages of 3 and 5 years. At ages 4 and 5 in particular, children rely primarily on available cues of shape or pictorial content ( Doherty et al, 2021 ). Thus, in preschool, we can observe a great variability in the procedures for completing a jigsaw, partially depending on familiarity with the task.…”

Section: Introductionmentioning

confidence: 99%

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Goal choice in preschoolers is influenced by context, cognitive flexibility, and metacognition

Leclercq

Gimenes²,

Maintenant³

et al. 2023

Front. Psychol.

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IntroductionGoal choice is one of the first, and most important, steps in self-regulated learning (SRL). It is particularly challenging for young children (before 5–6 years), who tend to rely on available environmental cues, which makes their goals fragile because of the instability and variability of the environment. Therefore, it can be assumed that the conditions under which a task is performed may influence a child’s learning goal choice. Moreover, adapting to constraints involves control capacities provided by executive functions (EF) and metacognition.MethodsThe main purpose of this study was to determine factors that influence the way preschoolers choose a learning goal during the first step of SRL. We tested whether adding constraints to perform a task may influence the choice of the procedure that a child aims to learn to perform this task. We also examined the role of cognitive flexibility and metacognition in goal selection in the face of these changes, and tested the influence of change over time, comparing participants’ performance at two points in the school year. One hundred 4-year-olds were asked to perform a jigsaw puzzle task under two conditions: predictable vs. unpredictable environmental change. Individual levels of cognitive flexibility and metacognition were also measured.ResultsThe results show that only a predictable change, but not an unpredictable one, leaded children to change their learning goals. Furthermore, when participants were faced with an unpredictable change, metacognition and cognitive flexibility significantly predicted learning goal change. Results are discussed regarding the development of SRL, flexibility, and metacognition. Educational suggestions are proposed.Highlights– The choice of a learning goal by a preschooler is influenced by the conditions of task performance and environmental cues. Facing a predictable change is more disruptive to children before the age of 4.5, and more likely to cause them to change their goal.– A shift is observed, from age 4 and during the school year, from a perceptual to a conceptual level of processing.– Cognitive flexibility and metacognition also determine learning goal choice in preschoolers, but only in front of unpredictable changes.

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Piecing Together the Puzzle of Pictorial Representation: How Jigsaw Puzzles Index Metacognitive Development

Cited by 12 publications

References 56 publications

Alternative perspectives: Relations between belief reasoning and ambiguous figure perception in bilingual children

Alternative perspectives: Relations between belief reasoning and ambiguous figure perception in bilingual children

Assessing Algorithmic Thinking Skills in Relation to Gender in Early Childhood

Goal choice in preschoolers is influenced by context, cognitive flexibility, and metacognition

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